Frankenstein and Blade Runner Essay- 'the Other'

ESSAY 2 – ‘the other’ Analyse the ways in which a comparative study of text reveals the place of the “other” in society over time. The ‘other’ consistently poses a threat to dominance and a fear of the unknown within society, a perception, while fundamental unfounded, which has not changed over time. Mary Shelley’s Frankenstein and Riddley Scott’s ‘Blade Runner’ both present the problem of otherness, not it’s solution, as they seek to explore incurable prejudices against anything contrary to established institutions. Where Shelley draws on romanticism in the rejection of the creature, Scott reiterates the same rebuff of replicants, confounded in the controlling nature of corporation. Through analysis of Techniques, the responder gains a heightened appreciation for Shelley and Scott’s criticism of humanities’ failure to accept the other and highlights their contextual concerns. The inherent fear of the unknown and the threat posed by unnatural change, forms a backbone in both texts. The Romantic period of Shelley’s time for example was a reaction against the unnatural progression of the enlightenment which sought the destruction of religious dogma and superstition in place of rationality. Romantics felt threatened by intellectuals in the same way the creature produces fear in all he encounters. Interestingly, the creature is never given a name, a device which elucidates the ‘unknown’ and fear he provokes. He is characterised as “deformed and horrible”, and he himself realises “my form is a filthy type of yours, more horrid from its very resemblance”. This description draws upon features which make him particularly frightful to humans; his difference includes similarities. Being constructed by Shelley, humanoid in shape and made from body parts, the creature becomes a walking embodiment of death and decay. The ‘other’ is made horrifying because they often present to people deep-seated fears about themselves. In this case, the creature reminds people he...

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Through the characterization of Walton, the narrator, and Victor, Shelley’s Frankenstein depicts the passions fuelled by desire for renown, that drive people to discover, reflecting contextual concerns over scientific irresponsibility. In 1818, there was excitement about both geographical and scientific discovery, with Walton symbolising the former and Frankenstein the latter. Walton’s “great purpose” of discovering a northern passage to facilitate trade parallels Victor’s desire to, “banish disease…and render man invulnerable”. Ironically, despite their voiced altruism, neither are responsible. Imagery...

...﻿Mary Shelley’s nineteenth century epistolary novel, Frankenstein (1818), and Ridley Scott’s late twentieth century post-modern film, BladeRunner (1992), bear striking similarities when studied as texts in time, as they both aim to warn humanity about attempting to usurp of the role of God in creating life. However, their respective contexts mean that the way in which they present notions about humanity differs. Shelley and Scott have extrapolated their various concerns born from their respective contexts regarding the confusion and anxiety that results when mankind pursues their knowledge without regard for their responsibilities. Shelley presents us with humanity’s flaws, which are evident in the way they have neglected what they have created. Scott portrays a futuristic world that has become horrifically debased and inhumane, as mankind has failed to maintain the natural order after overstepping scientific and technological boundaries. Both composers conceptually focus on the parental duties of creators toward their creation and the consequences of abandoning them. Through their different styles and techniques relative to their respective audience, each composer is extremely successful in presenting the changing values and attitudes respective of their eras.
Shelley’s novel enlightens the reader to the changing values and perspectives of her era following the concept of Galvanism. Shelley’s didactic approach forms themes...

...Frankenstein by Mary Shelley and BladeRunner (directors cut, 1992) directed by Ridley Scott are both exposed to the continuing nature dominant paradigms presented in the 19th and 20th century. Mary Shelly and Ridley Scott challenge the dominant assumptions of the romantic and scientific paradigms, this ultimately challenges society’s understanding of humanity, and the concept of what makes someone human. Although 200 years separate these texts are both cautionary tales about the creation of life through science and technology, and both present similar ideas and perspectives on creation. Frankenstein and Bladerunner both criticize the dangers of applying uncontrolled use of science and technology. These texts also question values and models of heroism through the characterization of the protagonists. Furthermore Frankenstein and BladeRunner critique humanity through the characterization of the created ‘monster’. This critique presents values of self-knowledge, repentance and the celebration of life.
The texts Frankenstein and BladeRunner are both exemplary examples of the dangers of unchecked application of science and technology. The text Frankenstein was written in the midst of a surge of scientific advancement. This was a time era where to have intelligence and knowledge was to have...

...Mary Shelley’s Frankenstein and Riddely Scott’s BladeRunner explore overarching themes in diverse ways. Exploration of these themes in light of the context of the texts reveals the underlying warnings present in both Frankenstein and BladeRunner. As a result, comparison of the two texts leads to a greater understanding of these themes, including nature, technological advancements and the notion of humanity.
The natural world is explored throughout the texts in such a way that the context of the time era is projected through to reflect upon social attitudes. Throughout Scott’s BladeRunner there is a distinctive lack of nature, in fact the only natural object we are shown, besides humans, is a bonsai tree found in Tyrell’s office. Throughout Frankenstein we are shown many examples of naturalistic references through majestic imagery such as, “the pines are not tall or luxuriant, but they are sombre” and “the eagle, soaring amidst the clouds – they gathered all round me, and bade me be at peace”, these descriptions of the natural environment signify how the romantic movement in which Frankenstein was written has been conveyed through the text. The romantic period was one in which the beauty of nature and life were highly valued, and this is represented through the positive tone of the nature references. However, when contrasted these...

...While all texts originate from the imagination of their composer, they also explore and address the issues of their contexts. This is clearly the case with Mary Shelley’s gothic novel Frankenstein (1818) which draws upon galvanism and the industrial movement and Ridley Scott’s film BladeRunner (1992) which has been heavily influenced by Thatcherism and Reagonomics. Despite there being over 150 years between their compositions both these texts explore several common themes such as mankind’s loss of humanity and man attempting to play God. Through the exploration of these common thematic concerns and the universal depiction of protagonists and societies obsessed with the Machiavellian pursuit of science and technology, these texts build upon each other’s warnings to humanity and ultimately become linked through time. The common thematic concerns of these texts are explored through the use of camera angles, imagery and metaphors.
A central theme shared by Frankenstein and BladeRunner is the dangers of unrestrained scientific progress, a theme most evident when Frankenstein bestows the “spark of life” upon his creature in his effort to “pour a torrent of light into our dark world”. Here Shelley alludes to the science of Galvanism which held the belief that bodies could be resurrected through an electrical current, or “spark”. This compliments Shelley’s later allusion, “a thing...

...Perfect Frankenstein + BladeRunnerEssay
The texts, Frankenstein and BladeRunner reflect changing contextual values; however the treatment of content remains the same. Mary Shelley’s didactic Frankenstein published in 1818 centres on scientific advancement of the Industrial Revolution, as presented through a consolidation of Gothic and Romantic elements in response to the shifting paradigms of the Enlightenment Age. Similarly, BladeRunner directed by Ridley Scott in 1982, transforms the notions of Frankenstein to position its postmodern audience to consider the negative ramifications of the Cold War and the rise of capitalism. These contextual ideas will be explored through the thematic concerns pertaining specifically to the destructive potential of abusing scientific power, the flawed responsibility of man as creator and the nature of humanity. Indeed, BladeRunner is a realisation of the sublime warnings highlighted by Shelley’s Frankenstein in 1818.
Destructive potential of abusing scientific power
Frankenstein highlights the destructive potential of abusing science through overpowering human morality and provoking irresponsibility. The 18th Century Age of Enlightenment was a social movement where logic and reason was advocated as the primary source of...

...identity emerges from considering the parallels between Frankenstein and BladeRunner”
Although both texts are over 200 years apart, with both remaining classics, they both timely create parallels that focus on disruption and how this cause of disruption effects an individual’s identity. While both texts are a product of their time what makes them significant is that both Shelley and Scott explore what seemed possible during their times that still seem to resonate today. Through both Shelley and Scott’s contextual views both have managed to co-inside with each other when it comes to gaining a deeper understanding of disruption and how ultimately this affects ones identity. Through characterization, symbolism, motifs, filming and language techniques and context both texts have paralleled with each other to help the responder to gain a deeper understanding of disruption and how this in turn affects ones identity.
Initially, both of these texts represent characters similarly the same, this is due to contextually the values of the time. Science and technology within Shelley’s context was beginning, and many people were interested in what was to come due to it. Much like Scott’s context however, contextually within the 1980’s there was a fear of domination of technology due to science. Scott focuses on critically viewing society, whereabouts Shelley focuses more on how science and technology disrupts the...

...Although perspectives and values change with time, ideas and concepts can transcend. The gothic novel Frankenstein by Mary Shelley and the science fiction film BladeRunner directed by Ridley Scott although composed over one hundred years apart contain the same perennial concepts on the nature of humanity. This is portrayed through notions of dehumanization, monstrosity and redemption, of the “indistinguishable” creator and creature relationship. The romanticist Shelly wrote her gothic novel the enlightenment era which posed questions concerning the mystery of life and nature of humanity. Scott on the other hand composed in the post-industrial age, where technology and morality played a dominant role in society. The composers explore their contextual values while upholding transcendent concepts of humanity incorporating morality and creation though unique techniques in accordance to their text type.
Both Frankenstein and BladeRunner, although established within different contexts, communicate the universal notion that knowledge, beyond the morally conventional limits of society, initiates the human desire to understand and manipulate the natural world. Shelley’s novel, influenced by romantic writers such as Coleridge and Percy Shelley, sees her examine and hyperbolize the obsessive passion of the scientists of her day. Thus, her archetypal scientist, Victor, is...